Notes in Motion Outreach Dance TheaterPS 63 STAR Academy

Pre-K and K Afterschool Program2016-2017Dance Curriculum

Grade levels: Pre -K and Kindergarten

Teaching Artists: Carlita Ector, Gina Borden, AJ Sharp, Geneva Jenkins, Manon Hallay, Samsam Yung and Rachel SchemenaurMaira Duarte, Education Program Manager

School Contact: Darlene Cameron, Principal, Jodi Friedman, Assistant PrincipalPhone: (212) 674-3180121 East 3rd StreetNY NY 10009

Program dates: September 13, 2016 - June 23, 2017

Table of Contents

Program dates and schedule……………….. 3Program Description…………....................... 4Class Structure ………………………………. 5Blueprint Strands ....…………………………. 6Monthly Outline ……………....……………... 7Materials …………………………………..... 10Dance Literacy (Glossary) ………………… 11Assessment Checklist ..…………………… 12

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Program dates and schedule

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SEPTEMBERWeek 1 – September 12-16, 2016 (no class Sept 12)Week 2 – September 19-23, 2016Week 3 – September 26-30, 2016OCTOBER Week 4 – October 3-7, 2016 (no class Oct 3-4)Week 5 – October 10-14, 2016 (no class Oct 10)Week 6 – October 17-21, 2016Week 7 – October 24-28, 2016 NOVEMBERWeek 8 – October 31 - November 4, 2016.Week 9 – November 7-11, 2016 (no class Nov 8 and 11)Week 10 – November 14-18, 2016Week 11 – November 21-25, 2016 (no class Nov 24 and 25)Week 12 – November 28-December 2, 2016DECEMBERWeek 13 – December 5-9, 2016Week 14 – December 12-16, 2016Week 15 – December 19-23, 2016WINTER RECESSJANUARYWeek 16 – January 2-6, 2017 (no class Jan 2)Week 17 – January 9-13, 2017Week 18 – January 16-20, 2017 (no class Jan16)Week 19 – January 23-27, 2017 (no class Jan 28 and 29)

Weekly Schedule, Mon-Fri 2:30-5:30pm

Monday Tuesday Wednesday Thursday FridayCarlita Ector, Lead Gina Borden, Lead AJ Sharp, Lead Carlita Ector, Lead Geneva Jenkins, LeadManon Hallay, Assist Samsam Yung, Assist Manon Hallay, Assist Samsam Yung, Assist Rachel Schemenaur, Assist

FEBRUARY Week 20 – January 30 - February 3, 2017Week 21 – February 6-10, 2017Week 22 – February 13-17, 2017MID-WINTER RECESSWeek 23 – February 27 - March 3, 2017MARCHWeek 24 – March 6-10, 2017Week 25 – March 13-17, 2017Week 26 – March 20-24, 2017Week 27 – March 27-31, 2017APRILWeek 28 – April 3-7, 2017SPRING RECESSWeek 29 – April 17-21, 2017 (no class April 17,18)Week 30 – April 24-28, 2017MAYWeek 31 – May 1-5, 2017 Week 32 – May 8-12, 2017Week 33 – May 15-19, 2017Week 34 – May 22-26, 2017Week 35 – May 29- June 2, 2017 (no class May 29)JUNE Week 36 – June 5-9, 2017 (no class Jun 8)Week 37 – June 12-16, 2017 Week 38 – June 19-23, 2017

Pre-K and Kindergarten Afterschool

Program Description

In all of Notes in Motion’s residencies and programs, students are physically active throughout class sessions practicing improvisation exercises, developing technical skills, working in small groups, and creating original dance performances.

In addition, during all residency sessions, there are many opportunities for students to process their learning through class discussion, writing and drawing exercises, and audience feedback sessions.

During the afterschool program the teaching artists work each day on a variety of creative age-appropriate activities that engage students academically and socially while offering in-roads to develop artistic skill and opportunities for self-expression.

Notes in Motion’s fun and integrated multi-disciplinary curriculum includes dance, theater, visual art, music, storytelling, and literacy.

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Class structure

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Daily Rituals

● Opening circle:○ Opening song - Hello○ Ground rules

● Bathroom break● Coming back to the circle● Lining up for Studio Time - Line songs (or

marshmallows)● Studio Time

○ Shoes in a line neat and quiet, against the mirror.

○ Don’t touch mirrors○ Individually called to go to a seating

designated spot (in a circle, in line)○ Warm up○ Skill building activities: Technical,

Creative and Social○ Cool down

● Supper● Structured play or relaxation (games,

reading, video viewing)● Arts and crafts, reflexion● Pick up, Goodbye song

Blueprint strands covered

Dance MakingBy exploring, creating, replicating and observing dance, students build their technical and expressive skills, develop their artistry and a unique personal voice in dance, and experience the power of dance to communicate. They understand dance as a universal language and a legacy of expression in every culture.

Developing Dance LiteracyStudents develop a working knowledge of dance language and aesthetics, and apply it to analyzing, evaluating, documenting, creating and performing dance. they recognize their role as articulate, literate dancers in communicating about dance to their families, schools and communities.

Making ConnectionsBy investigating historical, social and cultural contexts, and by exploring common themes and principles connecting dance with other disciplines, students enrich their creative work and understand the significance of dance in the evolution of human thought and expression.

Working With Community and Cultural Resources

Students broaden their perspective by working with professional artists and arts organizations representing diverse cultural and personal approaches to dance, and by seeing performances of widely varied dance styles and genres. Active partnerships that combine school and local community resources with the full range of New York City’s dance and cultural institutions create a fertile ground for students’ dance learning and creativity.

Exploring Careers and Lifelong LearningStudents consider the range of dance and dance-related professions as they think about their goals and aspirations, and understand how the various professions support and connect with each other. ey carry physical, social and cognitive skills learned in dance, and an ability to appreciate and enjoy participating in dance, throughout their lives.1

1Blueprint for Teaching and Learning in the Arts: Dance: Grades PreK-12. New York: New York City Department of Education, 2006. 6

Monthly Outline

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THEME MOVEMENT FOCUS MUSIC, DRAMA, READING, VIDEO

ARTS AND CRAFTS

TECHNIQUE VOCABULARY

PRE-K CURRICULUM CONNECTIONS

SEPTEMBER INTRODUCTION - THE BODY - MOVEMENT - THE FIVE SENSES

Body Parts: used, leading, gesturing, emphasized, touching

Hello songIndividual favoritesFive senses exploration

Skeleton Body part coloring and assembling

Freeze dancePlié, relevé, port de bras.Animal movements in yoga positions

Math: Counting to 5Social Studies: Me – I am Special

OCTOBER FALL - HALLOWEEN Body Parts: used, leading, gesturing, emphasized, touching

Math and movement song: skip counting.Song: ten scary steps

Paper pumpkins. Paper plates masquerade dance

Freeze dance with body parts.Flex and point. 5 ballet positions and count to 5.Jump, hop, skip, monkey jumps.

Math: Counting to 5Social Studies: Me – I am Special

NOVEMBER FALL - LEAVES - THANKSGIVING

Body: Shapes: round, straight, wide, narrow, twisted.

Songs: we come from the Mountain, I am Thankful.Book: The first Thanksgiving

Leaves of thankfulness Crayon rubbing of leaves.Thankful paper chain.

Negative space, log roll, flexibility.Guided improvisation of shapes.Group activity making shapes.

Math: Shapes, Sorts & PatternsScience: Physical Properties (observation)

DECEMBER WINTER - NUTCRACKER - HOLIDAYS

Space Levels: high, middle, low Book: Winter solstice. Nutcracker book and music

Paper snowflakes Learning a set warm up.Obstacle coursePassé and chassé.

Math: Questions of “How Many?” and Counting to 10Social Studies: Family

JANUARY WINTER - SNOW FLAKES, ICICLES

Space: Over, Under, Around, Near, Far, Through, Behind

Snow animals, reading about penguins and polar bears

Snow scenes coloring. Penguin paper plates

Echappé, chassé in circle.Forward rolls.Falling snowflakes improvisation.

Math: Questions of “How Many?” and Counting to 10Social Studies: Family

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THEME MOVEMENT FOCUS MUSIC, DRAMA, READING, VIDEO

ARTS AND CRAFTS

TECHNIQUE VOCABULARY

PRE-K CURRICULUM CONNECTIONS

FEBRUARY WINTER - VALENTINES

Relationships Situations: Unison, solo, duet, trio, mirroring, echoing, etc. Spacial Relationships: meeting, parting, linking, connecting

Heart valentines song. Performing with unison and echoing.

Tie-dye coffee filter hearts.Heart tree.

Mirroring. Meeting, parting, linking.Solo, duet, trio and quartet.

Math: Questions of “How Many?” and Counting to 10Science: Earth & Space

MARCH SPRING - PLANTS Effort/Dynamics: Weight (light and strong) and Time (fast and slow)

Book: From Seed to Plant by Gail Gibbons.Clapping and stomping rhythms with varying efforts.

Spring scene with seeds and pipe cleaner flowers.

Speed and quality with isolation: shape and fast vs low and soft.Animal movement qualities.

Math: Comparison of Weight, Length & CapacityScience: Earth & Space

APRIL SPRING - EGGS, BIRDS AND BUTTERFLIES

Space: Floor and air patterns: straight, angular, curvy, circular.

Books: The hungry caterpillar.Growing flowers.

Pathways drawing/mapping.Three dimensional butterflies.

Follow the leader pathways.

Math: Comparison of Weight, Length & CapacitySocial Studies: Neighborhood Communities

MAY CULTURE AND DANCE Relationships: Choreographic Structure: Theme and variation, call and response,accumulation.

NYC urban environment.Book: visit to the MET. Hawaii: ”Humuhumunukunukuapua'a" by the Calabash kids

#metkids inspired flip book.Play-do city.

Accumulation.Sequence.Theme and variation, i.e. things that fly, things that swim.Stage and audience.

Math: Counting to 20, Addition & SubtractionScience: Living Things – Plants & Animals

JUNE REVIEW/INTEGRATE REVIEW/INTEGRATE Different cultures video and songs

Costumes Performance ready

Math: Counting to 20, Addition & SubtractionScience: Living Things – Plants & Animals

Materials

● Speakers

● Dots

● Parachute

● Poster paper

● Markers, pens, pencils, construction paper

● Tape, glue, scissors

● Books

● Smart Board

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Dance Glossary

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● Basic movement concepts (From Laban Movement Analysis): Basic elements can be used for generating movement or for describing movement. Each human being combines these movement factors in his/her own unique way and organizes them to create phrases and relationships which reveal personal, artistic, or cultural style.

○ BODY— “How is the whole body organized?” “What is consistently maintained in the body?” “Which body parts are moving?” “Where in the body does movement initiate?” “How does movement spread through the body?” To fully understand what is going on at the body level we must address all of these questions.

○ EFFORT— “What is the dynamic quality of the movement—the feeling, the texture?” Effort change is generally associated with change of mood or emotion. Effort coordinates the entire being in a dynamic way. Examples: fluid, contained, fast, slow, strong, light.

○ SHAPE—“What forms does the body make? Is the shape changing in relation to self or in relation to the environment? How is the Shape changing—what is the major quality or element which is influencing its process of change? Examples: linear, flat, round, twisted.

○ SPACE—“How large is the mover’s Kinesphere and how is it approached/ revealed? (big, small, high, medium or low levels) Where is the movement going? (up, down, forward, backward, sideways).2

● Improvisation: Improvisation is used as a choreographic tool in dance composition. Experimenting with the concepts of shape, space, time, and energy while moving without inhibition or cognitive thinking can create unique and innovative movement designs, spatial configuration, dynamics, and unpredictable rhythms. Improvisation without inhibition allows the choreographer to connect to their deepest creative self, which in turn clears the way for pure invention. (Wikipedia)

● Choreography: The art or practice of designing sequences of movements of physical bodies (or their depictions) in which motion, form, or both are specified. Choreography is used in a variety of fields, including cheerleading, cinematography, gymnastics, fashion shows, ice skating, marching band, show choir, theatre, synchronized swimming, cardistry, video game production and animated art. (Wikipedia)

● Gesture: A form of non-verbal communication or non-vocal communication in which visible bodily actions communicate particular messages. (Wikipedia)

● Solo, Duet, Trio, Quartet: Used in music and in dance, the amount of performers in a given exercise or phrase.

● Unison, canon, mirroring, shadowing, flocking: Different ways of relating as a group of movers to the movement material. Unison: all together. Canon, each performer waits a given time before starting. Mirroring: performers face each other or the group as in a mirror. Shadowing: performers repeat movement behind the “lead” as a shadow. Flocking: like the movement of a flock of birds.

2 Hackney, Peggy. Making Connections: Total Body Integration through Bartenieff Fundamentals. New York: Routledge, 2002. 237-44

Assessment Checklist

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Blueprint 2nd grade benchmarks for Dance MakingSample checklist 1, Skills and Technique

Criteria Details/Evidence. All Most A few None I noticed

Development of skills and technique. Students achieve the ability to:

articulate body parts, shapes and actions

execute basic locomotor movements

control traveling and freezing, starting and stopping.

move with a range of dynamics.

understand personal and general space.

move in different levels and directions (forward, back, side, up, down)

move in straight, circular, curved and zigzag pathways in the air and through space.

understand basic forms of relating to other dancers (e.g., toward, away, contact).

replicate and recall movements and patterns.

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Blueprint 2nd grade benchmarks for Dance MakingSample checklist 2, Improvisation

Criteria Details/Evidence. All Most A few None I noticed

Improvisation.Students explore dance movement through improvisation, demonstrating the ability to:

invent original movements in response to music, images, words, ideas or symbols.

use a range of movement qualities to express feelings, sensations and environments.

combine levels, directions and pathways with body actions.

work alone or with a partner.

respond to musical mood, tempo and beat.

work with focus and concentration.

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Blueprint 2nd grade benchmarks for Dance MakingSample checklist 3, Choreography

Criteria Details/Evidence. All Most A few

None

I noticed

Choreography.Students contribute to a class dance, demonstrating the ability to:

begin and end a dance in stillness.

choose and order the movements in a sequence with a beginning, middle and end.

recall, repeat and practice the sequence.

use tools such as pictures and symbols to represent and remember dance experiences

cooperate with a partner or small group.

understand the concepts of solo, duet and group.

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Blueprint 2nd grade benchmarks for Dance MakingSample checklist 4, Performance

Criteria Details/Evidence. All Most A few None I noticed

Performance.Students perform, demonstrating the ability to:

recall, repeat and refine movement sequences.

dance with expressiveness and fullness of movement.

dance in coordination with a musical beat and mood.

understand entering and leaving the performance space.

understand appropriate performer and audience behavior.

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